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Self-Assessment of Teachers’ Communication Style and Its Impact on Their Communication Effectiveness: A Study of Indian Higher Educational Institutions

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  • Navdeep Dhillon
  • Gurvinder Kaur

Abstract

The excellence of educational institutions can be developed and improved by the teachers’ consistent and effective communication in classrooms. This study embarks to investigate the effect of teachers’ communication style (CS) on their communication effectiveness (CE), based on self-assessment, during classroom teaching. The results indicate that CS has significant influence on CE, with “Expressiveness†and “Preciseness†emerging as best styles of communication, whereas “Verbal Aggressiveness†has negative impact on faculties’ CE. It also investigates the differences in CE of the faculty based on their gender and subject specialization. Findings indicate gender differences on the basis of two CE variables—“Listening†and “Ability to get the Message Across.†But there is no difference in instructors’ CE when compared on basis of subject specialization. The findings of the study have implications for the faculty members to enhance their CE, by understanding their CS, which will further have an impact on students’ satisfaction and learning.

Suggested Citation

  • Navdeep Dhillon & Gurvinder Kaur, 2021. "Self-Assessment of Teachers’ Communication Style and Its Impact on Their Communication Effectiveness: A Study of Indian Higher Educational Institutions," SAGE Open, , vol. 11(2), pages 21582440211, June.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:2:p:21582440211023173
    DOI: 10.1177/21582440211023173
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    References listed on IDEAS

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    2. Siqing Shan & Cangyan Li & Jihong Shi & Li Wang & Huali Cai, 2014. "Impact of Effective Communication, Achievement Sharing and Positive Classroom Environments on Learning Performance," Systems Research and Behavioral Science, Wiley Blackwell, vol. 31(3), pages 471-482, May.
    3. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood," American Economic Review, American Economic Association, vol. 104(9), pages 2633-2679, September.
    4. Singh, Renu & Sarkar, Sudipa, 2015. "Does teaching quality matter? Students learning outcome related to teaching quality in public and private primary schools in India," International Journal of Educational Development, Elsevier, vol. 41(C), pages 153-163.
    5. KerryAnn O’Meara & Alexandra Kuvaeva & Gudrun Nyunt, 2017. "Constrained Choices: A View of Campus Service Inequality From Annual Faculty Reports," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(5), pages 672-700, September.
    6. Boring, Anne, 2017. "Gender biases in student evaluations of teaching," Journal of Public Economics, Elsevier, vol. 145(C), pages 27-41.
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    Cited by:

    1. Navdeep Dhillon & Gurvinder Kaur, 2023. "Impact of Personality Traits on Communication Effectiveness of Teachers: Exploring the Mediating Role of Their Communication Style," SAGE Open, , vol. 13(2), pages 21582440231, April.
    2. Jorge Rojo-Ramos & María Mendoza-Muñoz & Ángel Denche-Zamorano & Nicolás Contreras-Barraza & Santiago Gomez-Paniagua & Carmen Galán-Arroyo, 2023. "Physical Education Teachers’ Perception of Teaching Effectiveness Related to Gender and Center Location in the Community of Extremadura," IJERPH, MDPI, vol. 20(3), pages 1-11, January.

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